Research On The Influence Of Family Background On The Academic Performance Of Basic Courses Of Rural Junior High School Students

In recent years,with the strong support of national finance and policies,compulsory education,as the foundation of education in China,has made great progress in urban and rural areas.However,in the context of the integration of urban and rural compulsory education,there is still a big gap in the academic performance of students.At the same time,as the trend of class solidification gradually highlights,the influence of family factors on individuals gradually increases with the development of society.The topic of "how difficult it is for a poor family to have children" has once become a hot topic of social discussion.In the theory of inter-generational transmission of poverty,the research perspective of researchers was introduced into families which closely related to students,and scholars began to discuss the influence of family factors on children's school performance.But the dimension and the level of current study is relatively shallow,based on this,this study,according to the theory of domestic capital and intergenerational transmission theory,taking the path and effectiveness of the influence of family background on the learning quality of rural junior high school students' basic courses as the research objective,using MMWS model and structural equation model,combining with the data of the CEPS survey,analyses the direct and indirect reasons for the differences in academic performance of rural students in the surveyed areas and the model results show that:1.Family background has a significant influence on the academic performance of rural children.It is not only reflected in the opportunities for children to receive education and guidance,but also reflected in the extent of parents' personal efforts to participate in their children's education.2.Differences in educational opportunities received by rural children,parental participation and personal efforts are three important ways for family background to influence the academic performance of rural junior middle school students.There are four main paths: first frome family background to academic performance,second from family background to shadow education to academic performance,third from family background to personal efforts ot academic performance,fourth from family background to parental participation to personal efforts to academic performance.3.The analysis of the direct influence of family background on the academic performance of rural junior middle school students shows that the influence of family economy and parents' education level on the academic performance of students varies in different categories.Among them,the influence of family economic status on the academic performance of rural junior middle school students shows a positive trend and then a negative trend.Family parents culture degree of impact on the performance of the rural youth education in general is positive,the lifting force is strongest when parents education is high school and it begins to abate when the parents education is above high school,which shows that the popularization of compulsory education to high schools in rural areas can maximize the children's access to educational achievements,which is more conducive to the realization of class mobility of rural children through education and the overall development of rural areas.This conclusion also demonstrates the scientific nature of the policy proposed at the National People's Congress(NPC)and Chinese People's Political Consultative Conference(CPPCC)in 2019 to promote the popularization of high school education for rural students.